Thesis (MSc)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: Violence and aggression are becoming commonplace occurrences in the South African society. It has no cultural, age or gender preference and its effects are becoming more and more visible in the economic, social and interpersonal levels. This assignment aimed to reflect the relationship between aggression and social skills by means of a literature survey. Different theories were discussed to explain the development off aggression and social skills as well as the relationship between these two variables. The primary focus was on the influence of exposure to aggression and/or social skills in childhood years. The development of aggression and social skills plays an important role when it comes to the clarification of the interaction between aggression and social skills. The focus was on external factors like socio-political and socio-economical factors, as well as factors on a more interpersonal level like the family and the education system outside the family. Researchers found that there is an interaction between aggression and the shortfall off specific social skills like: effective communication skills, assertiveness, conflict management or problemsolving skills, disclosure and emotional support. In conclusion, recommendations are made with future research in mind. / AFRIKAANSE OPSOMMING: Geweld en aggressie is besig om 'n allerdaagse verskynsel in die Suid-Afrikaanse gemeenskap te word. Dié geweld het geen grense ten opsigte van kultuur, ouderdom of geslag nie en oefen sigbare druk op sosiale, ekonomiese en interpersoonlike vlakke uit. Die doel van hierdie werkstuk was om die moontlike verband tussen aggressie en sosiale vaardighede aan die hand van 'n literatuurstudie te bespreek. Verskeie teorieë is bespreek om die ontwikkeling van aggressie en sosiale vaardighede asook die verband tussen die twee veranderlikes te ondersoek. Daar is hoofsaaklik gefokus op die invloed van blootstelling aan aggressie en/of sosiale vaardighede in die kinderjare. Die ontstaan van aggressie en sosiale vaardighede speel 'n belangrike rol by die verklaring van die verband tussen aggressie en sosiale vaardighede. Daar is gefokus op eksterne faktore naamlik sosio-politiese en sosio-ekonomiese faktore asook faktore op 'n meer interpersoonlike vlak naamlik die gesin en die opvoedingstelsel buite die gesin. Navorsers het gevind dat daar 'n verband is tussen aggressie en 'n tekort aan spesifieke sosiale vaardighede naamlik: effektiewe kommunikasievaardighede, selfgelding, konflikbestuur of probleemoplossingsvaardighede, ontsluiting en emosionele ondersteuning. Ten slotte is aanbevelings met die oog op toekomstige navorsing gemaak.

Thesis (MA)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: Aggression is an everyday occurrence in South Africa. If the detrimental effect of aggression on the individual, as well as society, is taken into account, it becomes necessary to conduct more research on the factors that can enhance and lower aggression. The main aim of this research was to gain insight into the relationship between level of self-esteem, stability of self-esteem, locus of control, and aggression. An additional aim was to establish whether male and female students differed in their level of aggression towards men and women. In this regard four types of aggression were distinguished, namely physical and verbal aggression, anger and hostility. The results of this study can be utilised to combat aggression by limiting the emergence and execution of aggression. Male and female first year students attending Stellenbosch University were asked to participate in this study. Participation was voluntary and anonymous. Altogether 149 people (40 male students and 109 female students) completed the questionnaires. The study group spoke either Afrikaans or English at horne. The ages of the participants fell between 17 and 27 years. Five measuring instruments were used. The researcher compiled a biographical questionnaire to gain information about the participant's sex, age, horne language and citizenship. The Rosenberg Self-Esteem Scale (RSE) was used to measure level of self-esteem. The RSE was also adapted to measure the stability of self-esteem. Stability of self-esteem was also measured with the Rosenberg Stability of Self Scale (RSSS). The Aggression Questionnaire (AQ) was used to determine the level of aggression the individual had towards others. The AQ also distinguished between four types of aggression, namely physical and verbal aggression, anger and hostility. The Adult Nowicki-Strickland Internal-External Control Scale (ANSIE) was used to measure locus of control. Significant relationships were found between the following variables: • Level of self-esteem, stability of self-esteem, locus of control, and aggression for female students. Only locus of control was a significant predictor of aggression; • Level of self-esteem, stability of self-esteem, locus of control, and aggression for male students. None of the predictor variables were significant. The following significant differences were found: • Male students were significantly more physically aggressive towards their own sex than female students towards their own sex; • Female students were significantly more physically aggressive towards the opposite sex than male students towards the opposite sex. / AFRIKAANSE OPSOMMING: Aggressie is 'n alledaagse verskynsel in Suid-Afrika. Indien die nadelige invloed daarvan op die individu, sowel as die samelewing, in ag geneem word, is dit noodsaaklik dat meer navorsing gedoen word oor die faktore wat aggressie kan verhoog en verlaag. Die hoofdoelstelling van hierdie ondersoek was om die verband tussen vlak van selfagting, stabiliteit van selfagting en lokus van kontrole, en aggressie te verken. Verdere spesifieke doelstellings was om te bepaal of mans- en damestudente van mekaar verskil in die vlak van aggressie wat hulle gebruik teenoor mans en vroue. In hierdie opsig is daar onderskei tussen vier tipes aggressie, naamlik fisiese en verbale aggressie, woede en vyandigheid. Die resultate van hierdie ondersoek kan benut word om aggressie teen te werk deur die ontstaan en uitvoering van aggressie te beperk. Manlike en vroulike eerstejaarstudente aan die Universiteit van Stellenbosch is by die ondersoek betrek. Deelname was vrywillig en anoniem. Altesame 149 persone (40 mansstudente en 109 damestudente) het die vraelyste voltooi. Die ondersoekgroep was Afrikaans of Engels as huistaal magtig. Die ouderdomme van die deelnemers was tussen 17 en 27 jaar. Vyfmeetinstrumente is gebruik. 'n Biografiese vraelys is deur die navorser self opgestel om inligting te verkry oor die deelnemer se geslag, ouderdom, huistaal en burgerskap. Die Rosenberg Selfagting Skaal (RSAS) is gebruik om vlak van selfagting te meet. Die RSAS is ook aangepas om die stabiliteit van selfagting te meet. Stabiliteit van selfagting is ook gemeet deur die Rosenberg Stabiliteit van Self Skaal (RSSS). Die Aggressie Vraelys (AV) is gebruik om die vlak van aggressie van die individu teenoor ander te bepaal. Die AVonderskei ook tussen vier tipes aggressie, naamlik fisiese en verbale aggressie, woede en vyandigheid. Die Nowicki- Strickland Skaal vir Interne-Eksterne Kontrole vir Volwassenes (N-SIEV) is gebruik om lokus van kontrole te meet. Daar is beduidende verbande tussen die volgende veranderlikes gevind: • Vlak van selfagting, stabiliteit van selfagting en lokus van kontrole, en aggressie by damestudente. Slegs lokus van kontrole was 'n beduidende voorspeller van aggressie by damestudente; • Vlak van selfagting, stabiliteit van selfagting, lokus van kontrole, en aggressie by mansstudente. Geeneen van die voorspellerveranderlikes was beduidend by mansstudente nie. Die volgende beduidende verskille is gevind: • Mansstudente was beduidend meer fisies aggressief teenoor hul eie geslag as damestudente teenoor hul eie geslag; • Damestudente was beduidend meer fisies aggressief teenoor die teenoorgestelde geslag as mansstudente teenoor die teenoorgestelde geslag.

M. Ed. / Aggression in schools has become the order of the day as incidents of learners stabbing, bullying and killing each other are reported. Parents, educators, learners, the Department of Education, the Department of Correctional Services and the Department of Social Science are concerned about the escalation of aggression in secondary schools. Current research on learners‟ experience of other learners‟ aggression in a secondary school has identified it as a major concern as it interferes with normal schooling. Aggression begets aggression. One of the goals of this research study was to provide guidelines for learners to manage aggression in a constructive manner. The participants in this research study were learners between the age of sixteen years and eighteen years in a secondary school in the Ekurhuleni area. The researcher‟s objectives were as follows: to explore and describe learners‟ experience of other learner‟s aggression in a secondary school; and to describe guidelines for the learners which will assist learners in dealing with learner aggression. The qualitative research approach helps the researcher to understand and interpret the learners‟ aggression. Phenomenological interviews were conducted and naïve sketches were written. The data was analysed by means of open coding. The major themes are set out below. 1. Learners experience other learners‟ aggression as being out of control. 2. Learners experience that cultural differences contribute to other learners‟ aggression. 3. Learners experience inadequate supervision and support of educators. 4. Learners experience other aggressive learners to be challenged in their lives. 5. From the interviews conducted; guidelines were made in line with the findings, to assist learners in dealing with learners‟ aggression.

The purposes of this study were to find out about the associations between hostile attributional bias and aggressive behaviors among preschool-aged children and to identify possible sources of their hostile attributional bias. Seventy-two preschoolers with an average age of 4.76 and their mothers acted as participants. Children's hostile attributional bias was examined using videotaped vignettes developed for this study. Children's aggressive behaviors were assessed by teachers and parents separately. As possible sources of children's hostile attributional bias, mothers' attributional styles, parenting behavior, affect, and some demographic information were collected via questionnaires. The relationships between children's aggressive behavior, mothers' attributional styles, parenting behavior, and affect were also investigated. Consistent with previous studies on school-aged children, results indicated that aggressive preschoolers, as assessed by teachers, were more likely to have a hostile attributional bias than nonaggressive ones. On the other hand, children's aggressiveness, as assessed by their mothers, was significantly related to their mothers' parenting behaviors, but not to their hostile attributional bias. Mothers of aggressive preschoolers reported less positive parenting behaviors than those of less aggressive ones. Mothers' affect did not show such an effect. Although mothers' specific attributional styles did not have a direct effect on their parenting behavior and affect, their general attributional style had a moderating effect on their affect, suggesting a reciprocal relationship between mothers' affect and their children's aggressive behavior. Mothers' specific attributional style, parenting behavior, and affect were not identified as sources of children's hostile attributional bias, but family SES was. Children from lower SES families were more likely to have a hostile attributional bias than those from higher SES families. Findings were discussed relative to previous theory and research, and suggestions for future research and implications for preschool teachers were made. / Graduation date: 1996

Thesis (Ph. D.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Terri Shelton; submitted to the Dept. of Psychology. Includes bibliographical references (p. 69-83).

Thesis (Ph.D.)--York University, 2004. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 104-113). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ99239

Thesis (M. Ed.)--Lancaster Bible College, 2005. / Includes bibliographical references (leaves 59-66).

Thesis (Ed. D.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains iv, 107 p. : ill. Includes abstract. Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Thesis (M.A.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains iv, 46 p. Includes abstract. Includes bibliographical references (p. 35-44).